EdTech 506: Selection Project

Gilin Selection Project

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students have most likely heard of the words “form” and “utility,” but probably not in the context in terms of marketing.

Why Will These Work?: After reading Chapter 5, I tried to focus on three of the characteristics to “create an effective instructional visual: concentrated, concise, and concrete” (Lohr, 2008, pg. 102). The graphic is concentrated because there are key visual points, such as the fabric, thread, and button, and a key text point, the word “form” that are emphasized (Lohr, 2008, pg. 102). I made the visual concise by keeping it as simple as possible. It is concrete because the message is meaningful to represent one of the five economic utilities. In addition, I changed the background to a light grey and added in black boxes/bubbles to add contrast. I changed the opacity of the shirt to make it look lighter so that each aspect that makes up the shirt was the main focus.

User Test/Changes: Originally, I had a different font for the form utility definition. I also did not have the black background boxes behind the title and definition. After the user test, she suggested that I change the font so that it was easier to read, and also add some contrasting boxes to add to the parts of the shirt theme and make the title/text look more organized. The above image is the updated version.


Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506: CARP Project

Gilin CARP

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. It is likely that most, if not all of these terms will be new to students.

Why Will These Work?: In this week’s reading, CARP was discussed in further detail. CARP stands for Contrast, Alignment, Repetition, and Proximity. For my graphic, I created a visual of the four ways that markets are segmented.

Contrast: Contrast can be utilized “by establishing differences between elements in a visual” (Lohr, 2008, pg. 200). Contrast was used a few times in this visual. I coordinated the color of each way to segment, grouping them with each corresponding graphic and changing the color to match. In addition, I used contrast by making the font bold for the type of segmentation and not for the explanation.

Alignment: The graphics, type of segmentation, and explanations are left-aligned for “easier reading” (Lohr, 2008, pg. 201). It makes the graphic look well-organized and consistent.

Repetition: I was consistent by choosing one graphic to describe each type of segmentation, used dashed lines to separate each type, and used the same fonts. The box is repeated for each type of segmentation.

Proximity: I used proximity to show how each graphic is related to the type of segmentation and explanation within the each box. Each box has some space in between to show that they are all related to the concept of market segmentation.

User Test/Changes: Originally, I had graphics on both sides of the text. My friend said that it made the image too crowded and seemed a bit overwhelming. The updated image is simple, yet hopefully effective. It also is not as confusing. By having the pictures aligned-left with the text, your eye goes directly to the graphics and then right into reading the text.


Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506: Design Model

Gilin Design Model

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Some of these terms, such as promotion, selling, pricing, and marketing will be words that students have heard and used before. The terms marketing information management, channel management, market planning, and product/service management will probably be terms that are new to students.

Why Will These Work?: When reading this section, I really focused on using the ACE model as guidance. ACE stands for analyze, create, and evaluate (Lohr, 2008, pg. 73). The graphic that I chose to create represents the 7 Core Functions of Marketing that include Marketing Information Management, Channel Management, Promotion, Selling, Pricing, Market Planning, and Product Service Management (Farese, Kimbrell, & Woloszyk, 2012, pp 8-9). I began by analyzing the 7 functions that make up marketing and brainstormed an analogy to compare them to. Analyzing really helped me to “identify the purpose of the instructional visual” and I began with the end in mind (Lohr, 2008, pg. 75). I concluded that 7 functions of marketing are like an umbrella. All are a necessary parts to make up marketing as a whole. If a function is missing, the marketing process will not work properly, just as if a part of an umbrella is broken or there is a hole in the canopy, it will not keep rain out. When creating this graphic, I wanted to make it simple, yet effective. I also wanted it to be more unique than the average graphic organizer. I decided to break the umbrella canopy into 7 sections to represent the 7 functions of marketing. Each section is a different color to represent that each part is its own function and uniquely relates to marketing as a whole.

I used the vector tool to free form draw each section, copied and pasted and then transformed, flipping horizontally so that it was identical on the opposite side. In addition, I used the text tool and drew lines that allowed me to attach the text to the path drawn so that it would align inside the umbrella (Lohr, 2008, pg. 84).

User Test: I had my friend look at the original visual (which didn’t have the word marketing on the handle). The word marketing was originally on top of the umbrella canopy. After the user test, my friend mentioned that placing the word on top of the umbrella made it look like I was trying to protect the functions from the word marketing (as an umbrella protects a person from the rain). This was definitely not my intention.

Changes: During the evaluation portion, I made changes to the image to clearly display that marketing is connected to the 7 functions, not against them. I had the idea to make the word a part of the handle. This displays that the 7 functions make up marketing and without marketing, the 7 functions are nothing more than independent terms. This goes back to my umbrella analogy. If the is no handle and nothing to hold the umbrella together, it loses its function.


Farese, L.S., Kimbrell, G., & Woloszyk C.A. (2012). Marketing essentials. New York, NY: Glencoe/McGraw-Hill.

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506: Shape Tools

Gilin Shape
The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. A majority of students will have heard of all of these words before, but perhaps not in the context as related to marketing.

Why Will These Work?: For my 4 P’s of marketing visual, I created images using different colors and shapes to help focus the attention on these 4 aspects (Lohr, 2008, pg. 252). In addition, I added arrows to provide direction to display the relationship between the 4 P’s and the target market (Lohr, 2008, pg. 254). All 4 of the P’s should be directed at the target market in order to be successful. The target market is the intended buyers of the product. Product includes what the company is trying to sell, place refers to where the product is sold, price is how much it costs, and promotion is how the company advertises or promotes the product (Farese, Kimbrell, & Woloszyk, 2012, pp 20-23).

For these images, I used a combination of lines and shapes. More specifically, circles, rectangles, arrows, the doughnut and beveled rectangle shapes. I added color to make each look more realistic and stand out to the user.

User Test: I had my friend look at the original visual (which didn’t have the arrows). She suggested to add in the arrows so that there would be a unified direction, displaying how the 4 P’s are related to the target market.

Changes: I made the changes to the image by adding in 4 arrows, coming from each P of marketing. Before, the images were just shown as 4 different parts, but it was not clearly displayed how each related to the target market. This simple change really added to the image and shows that each is important and should be aligned to the target market.


Farese, L.S., Kimbrell, G., & Woloszyk C.A. (2012). Marketing essentials. New York, NY: Glencoe/McGraw-Hill.

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506 – Typography

Gilin Typography

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. A majority of students will have seen all four of these used in some way, but perhaps not in the context as related to marketing.

Why Will These Work?: For all four words, I tried to match each font with the meaning of the words, which was suggested in the text (Lohr, 2008, pg. 214).

Time: For the word time, I chose to create the word as it would be displayed digitally, such as how time is shown on digital clock. In marketing terms, time is one of the 5 economic utilities and refers to “having a product or service available at a certain time of year or a convenient time of day” (Farese, Kimbrell, & Woloszyk, 2012, pg. 14).

Target: For the word target, I decided to use a visual that resonates well with what I think of as a target. For me, I think of a bulls-eye on a dart board so I used vector shapes in Fireworks to create this within the letter “g.” I choose to place it on this letter because it is in the middle of the word, just as it is on a dart board. In marketing terms, a target market is “the group that is identified for a specific marketing program” (Farese, et al., 2012, pg. 18).

Price: For the word price, I incorporated the cents symbol to replace the letter “c.” In addition, I changed the color of the cents symbol to green to add contrast and symbolize money, which is commonly associated with the color green (Lohr, 2008, pg. 215). In marketing terms, price is “what is exchanged for a product,” and is one of the 4 P’s of marketing (Farese, et al. 2012, pg. 21).

Segmentation: For the word segmentation, I chose to break the word into 3 different “segments,” by changing the colors. After completing the user test, I decided to break the word into chunks and utilized proximity by adding the space to emphasize the reasoning for each color change (Lohr, 2008, pg. 215). In marketing terms, market segmentation is “the process of classifying people who form a given market into even smaller groups,” which I feel is displayed well here (Farese, et al., 2012, pg. 43).

User Test: I had my friend look at the four words and she thought they displayed the words well and that the goal of making the words look like their meanings was achieved. As mentioned, she made the suggestion to break up the word segmentation by adding spaces each time I changed the colors.

Changes: I made changes to the word segmentation by adding in the spaces where appropriate. I had a hard time deciding which fonts to use for target and segmentation and would be open to any suggestions for fonts that would exemplify their meanings even more!


Farese, L.S., Kimbrell, G., & Woloszyk C.A. (2012). Marketing essentials. New York, NY: Glencoe/McGraw-Hill.

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

(Farese, Kimbrell, & Woloszyk, 2012, pg. 14).

EdTech 506: Universal Design Example

Through the reading, I have learned a lot about universal design and visual literacy. Universal design focuses on “making information and learning accessible in the broader sphere of life for all people” (Lohr, 2008, p. 8). Visual literacy works collectively with universal design and is defined as “the ability to understand, use, and create with images effectively” (Braden, 1996). I have come to realize that I use visual literacy quite frequently in my own classroom, without even knowing! The examples in the textbook were very helpful to assist in the understanding of these terms.

keurig instructions

For my example, I found step by step visual instructions on how to use a Keurig Coffee machine. As you can see, the steps are numbered and there are text and visual instructions that go along with each step. The text instructions are displayed in both English and Spanish, making it quite accessible and universal to users. In relation to visual literacy, performance support refers to “something observable and often tangible (e.g., a worksheet, recipe, gas station, bank machine instructions) that helps people do some task at the exact moment that they need help performing that task” (Lohr, 2008, p. 6). This visual does just that.

With further research, I discovered that there are 7 principles of universal design that were founded by the late Ronald Mace and team from North Carolina State University. The 7 principles include: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. For the most part, this example follows the principles fairly well. In order to improve the visual, would suggest that step 4 indicate another caution, warning users that their drink will be hot. It seems like something obvious, yet people burn themselves quite frequently! The visuals could also be a little bit bigger when showing the two buttons to choose from for the size of drink.

Until this assignment, I never considered the importance of universal design and now realize its significance in and outside of the classroom. Now, I am quite aware of examples of visual literacy and can properly evaluate according to the 7 principles.


The 7 Principles. (n.d.). Retrieved January 23, 2016, from http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506 – Personal Introduction Image


I chose to do a picture collage for my introduction image. All of these pictures represent the most important parts of my life! The top picture shows fireworks. I love watching fireworks in the summer and my favorite holiday is the 4th of July. The next picture shows marketing with different business concepts. I teach high school marketing and advanced marketing and am also my school’s DECA Advisor. DECA is a business club in which marketing students can be involved. Marketing is everywhere and it’s something I really enjoy teaching! The bottom picture is of the Nebraska state sign. I was born and have lived in Omaha, NE all of my life and it truly is “the good life.” Although some people may think Nebraska sounds like a boring place to live, there is lots to do! Omaha is home to Men’s College World Series. Baseball fans travel from all over the country to experience this fun week of events and it is one of my favorite things to do every summer.

The next 3 pictures shows me with some of my best friends. I attended the University of Nebraska – Lincoln and am a huge Husker fan! Lincoln is about an hour away from Omaha and Husker football is a way of life in Nebraska. The Sea of Red that floods the city of Lincoln during football season is something that everyone should experience. We are avid tailgaters as well and welcome all fans 🙂 I also love to travel. The bottom right picture shows my friends and I after we climbed Mt. Democrat, a 14er (14,154 feet!) mountain in Colorado. I love to go skiing and try to travel a lot during my summers off. My friends are very important to me and that’s why I included them in several pictures! The last picture is a quote that I try to live by. I’m all about giving good vibes and try to have a positive and upbeat attitude with teaching and life. I feel as though if you have a positive attitude you are more enjoyable to be around and it becomes contagious to those around you. Life is pretty busy, but I wouldn’t want it any other way!

EdTech 501 Reflection

Wow. I feel like I have come a long way from 7 weeks ago. I remember that I felt pretty good about assignment #1 (making the blog) and then assignment #2 I immediately began to panic. Many thoughts ran through my mind…”What I am doing? I haven’t written a paper in 2 years! Is this really how I want to spend my last 7 weeks of summer? Am I doing this right? What the heck is this RSS thing? WHY APA!?” etc. I questioned whether I was in way over my head and if I could really handle this class…let alone the whole program. The challenges that I faced were related to the initial “I haven’t used this tool before or am unaware of this type of technology…so I probably won’t do well.” This was my mindset in the beginning and I was not as confident with technology as I was when I signed up for the course.

I believe the turning points was during the RSS in Education assignment. I remember exploring Feedly and thinking how cool it was! I even texted some of my friends about it and shared my “how to use Feedly” video! At that point I began to relax a little and really see the big picture. I was learning new technology and could use this stuff right away in my classroom!

I found it was quite easy to communicate with our instructor Anthony Saba (thank you!), and also our classmates. Many times a question that I had was already posted by someone else. This was a great way to overcome the challenges that I faced. By communicating through Google + I received timely and quality feedback and assistance with the questions that I had.

Not only was this a great way to overcome the challenges, but it was a great way to just communicate with one another. I believe that this collaboration is rare, especially in an online class. I think we were very lucky to have this open communication. In the beginning, we were “required” to comment and give feedback to a certain number of people. As the class progressed, it became natural. I found myself getting excited to see other peoples’ posts and ideas! It was also encouraging to receive feedback from others on my own assignments. I really hope to work with some of these classmates in the rest of my EdTech courses!

The artifact that I feel was my best was my EdTech Graphic. When I saw this assignment I was super excited to begin (weird, I know). I took my laptop to Panera and sat there for a solid 3 hours making it “as cool as I could.” I probably could have thrown something together in less than half the time, but I love making artifacts that allow you to be visually creative. While doing so, I got to explore a new tool (Piktochart) and share it with my classmates! I am excited to (eventually) make this a poster in my own classroom!

In my school, I plan to show students and staff members how to use Piktochart, share my new knowledge of Google Docs, Feedly, Voice Thread, etc. I have learned about several new tools and ways to use technology. I am very excited to use the tech tool that I explored, Kahoot! in my classroom this year as well. I have already shared some of my knowledge. A friend of mine is student teaching this semester and is working to flip a computer technology class. I was able to help and let him know of the site Screencast-O-Matic that was used!

Finally, I thought I would give a little advice for future students taking this course. Please keep in mind that this was the first EdTech Course that I took so I was a little overwhelmed from the start!

  1. Start early and stay organized! Even if it is just reading through the plan for the week, it is good to know what is ahead and many of the assignments are VERY time consuming (maybe it was just me…)
  2. Collaborate! Use your instructor and classmates as resources. Everyone is willing to help!
  3. Read all module steps and assignment rubrics carefully! There are many parts to each assignment and the rubric is very detailed, letting you know  exactly what you need to do to get the most out of the assignment and receive a good score as well!
  4. Don’t get too discouraged or give up. We have all been there! Stick with it!
  5. You may think you are very tech savvy in the beginning, but there is SO much more to learn! Embrace it!

I really enjoyed this class and am looking forward to the rest of my classes in this program! Thanks to everyone who was along for the ride! Here is a nice summer smiley pic because I am one grad class down and have one more week left before I have students!


Tech Trends: BYOD + Kahoot!

For this assignment, I chose to research the tech trend Bring Your Own Device (BYOD). I wrote a paper discussing the advantages as well as the challenges of implementing this trend. In addition, I explored a quiz tool called Kahoot! that can be used with BYOD. Kahoot! allows for interactive learning in a fun and easy way in any classroom, subject, or grade level! This tool is so great and I plan to implement portions of the trend such as a having a “BYOD Friday” in class and definitely will be using Kahoot! Please read my tech trends paper and see below to explore what BYOD and Kahoot! are all about!

Watch the video How to Play a Game of Kahoot! and then follow the steps to sign up for a free account and play my practice quiz!

1.) Click on this link: Get a Kahoot! Click on the purple square that says Get My Free Account. Choose your role (I am a teacher). Fill out the information and then click Get an Account.

2.) Now you can use this to create your own Kahoot! quizzes!

3.) Play my EDTECH 501 practice quiz!

*Note: you will need 2 devices to do this (laptop/iPad and smartphone). Normally the first device would be the teacher displaying it on the board in the classroom and the students using their own device. Since I do not have all of you currently in my class, try it this way if you have multiple devices! I used my laptop for the game and then used my smartphone for my responses.

Follow @GetKahoot for posts and updates!